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Think of English vocabulary as the bricks of the language and grammar as the mortar that hold those bricks together, without the mortar the bricks can come tumbling down! There is a common impression that learning English grammar is painful, but it is a lot easier than many other languages.

When you begin to learn English, speaking and building up your vocabulary is more important than worrying about correct grammar. However, as you progress you need to incorporate more grammar into your learning program.

Here are some tips to learn English in an inexpensive ways:

1. Learn English by reading, listening, studying, and asking questions; practice what you learn by speaking and writing.

2. Dictation is an excellent way to improve your listening and spelling skills. Have a friend read a few paragraphs from a book or a newspaper. Write down what you think you hear. Compare what you have written with the actual text.

3. Make friends with native English speakers.

4. If you have your sights set on the US, look for literacy programs in your area — they are often free, learn a trade and do your best to acquire English-speaking friends.

5. Find a native individual who not only speaks English, but can teach it. Learn grammar and vocabulary using visual, auditory and spoken methods. Spiral the cycle and keep it interesting.

6. Reading will increase your understanding of English and add to your vocabulary, but it’s talking that will increase fluency.

7. Read Simple English in your spare time, such resources can be found at the Simple English Wikipedia and books written for young children to encourage yourself, if the contents are too difficult to understand you can easily lose interest.

8. Learn about the cultures of English-speaking countries.

9. As a teenager, live for a year in an English speaking country. This is much less expensive if you do barter – accept someone in your house in trade for living in theirs.

10. Never stop getting new information in English and keep practicing writing and speaking.

11. If you can dream in English, this means that you have succeeded in becoming a fluent English speaker, but not that your English is perfect.

12. Think in English when you have learned it well. Translation in your brain can become confusing after certain points.

13. Get a good dictionary. If you need to, a dictionary to translate between your first language and English is best.

14. Take note of your mistakes when doing your work and make sure you don’t repeat them.

15. Read aloud, so you are aware of how you speak.

16. Focus on pronunciation when you speak, since there are many silent letters in English as in French.

17. Learn the grammar with careful study. A teacher may be best for this.

18. Make sure you know the basics. If you don’t even know the basics, you want to improve.

19. Remember you need to exercise what you’ve learned. With practice, you can learn to speak the English language very well. Practice everyday by checking your pronunciation, and learning a few new words.

Learning English requires a lot of practice and determination, so don’t try to learn everything at once, but don’t ever give up!

While most English students struggle to learn English grammar, mini-stories instantly turned Rinaldo Guerreiro into a fluent English speaker. Now an English speaking maven, this former English student of mine now teaches others students just like himself in several different English schools. And he now creates his own mini-stories to teach his English students.

Junior is not a language geek. He was not ‘holed’ up in a cave 14 hours a day to learn English. He is just a normal, small-town person his English students can relate to. You too, can become an English speaking maven — and even teach others too — when you follow my grammar learning strategies below.

My Fool-Proof Plan to Mastering English Grammar With Mini-Stories
There are two major problems that English students face when studying grammar. The first is they spend way too much time focusing on the exceptions and waste time that could be used more profitably.

The second problem is that when they want to talk in English, they have to pause to remember all the rules and exceptions to the rules before they can say anything. That kills your fluency and makes you stumble over your words and sentences.

Using mini-stories and following these three simple steps will help you overcome both of these problems that most English students face with a single blow.

Step 1: Listen To Your English Mini-Story
Once you have a mini-story that focuses on the English grammar structure that you want to learn, you need to listen to it many times. This will allow you to begin assimilating the grammar structure before you begin to study the grammar rules. This will make it much easier to understand.

Listen to your English mini-story several times a day. And do this for several days. It is important that you understand the story well and grasp its internal structure implicitly before you try to memorize any of the rules. Otherwise the rules just won’t make sense.

Instead you want to use the grammar rules to explain what you have already seen in the story because that is how children learn to speak their mother-tongue. First they learn how to talk. Then they go to school to study grammar. So, why learn English any differently?

Step 2: Study Your Grammar Lesson
So, after you have listened to the mini-story several times and understand it, now it is time to study your grammar lesson. Now this is where most English student make the fatal mistake of getting bogged down in the details.

Most want to learn all the rules and exceptions to each rule…and waste lots of time where it isn’t profitable. At this point in you English learning process you want to speak English fluently like a native. And native speakers make lots of ‘grammar’ mistakes…which means that if you speak too perfectly you won’t sound like a native.

There is nothing wrong with that…if you are the head English professor in some fancy language university where you want to impress everyone. But if you’re like 99% of the English students I know — you just want to be able to express yourself clearly and easily.

So, don’t get bogged down in the details and all the exceptions to the grammar rules. Instead of spending weeks trying to learn how the grammar doesn’t work…you can spend just five minutes watching a quick video to understand how it does work.

Focusing on the basics…means that you can spend your effort and energy on what is most important — developing your fluency.

Step 3: Do Your Grammar Exercises
Now that you understand the basic concepts of the grammar structure…it’s time to put your skills into practice. So, this is where you want to do some basic English grammar exercises.

Not only will you be practicing what you are learning…but you will also be testing yourself which means that you will be able to evaluate if you really understood what you learned correctly.

Okay! I know I promised you three steps…but I wanted to give you an extra bonus step here that will really help you master the grammar structures that you are learning.

Bonus Step: Listen To The Grammar Mini-Story
For best results when learning something, you must compare it to something else. That way you can look at the similarities and differences between each one. So, what I always recommend that you do is listen to your original mini-story again…but this time with a different grammar structure.

For example, if your original mini-story was in the present continuous…you would now want to hear it in the past continuous or the present perfect. That way you can observe what changes between the structures and what remains the same.

Follow these steps, and you will master the English grammar structures quickly and easily so you can speak English fluently and proficiently like a native speaker in the least amount of time.

It is the hope of many people, whether for personal or professional reasons, that they will be able to learn English easily. The very idea of learning a new language can often make even the most capable learners nervous. Fortunately, there are people who learn English well every single day, and with the right planning and work, you can be one of those people

Make a Plan
Although no one can guarantee that you will be able to learn English easily with any one particular method, it can definitely be guaranteed that without planning in advance, you will not learn English very easily at all. Whether you plan to learn English by natural methods such as watching English television, listening to English radio, and conversing with people in English as much as possible, or you prefer a more study oriented approach such as taking an English course, or perhaps a combination of the two methods, if you don’t have a clear plan and goals, learning English will not come easily.

Organic Language Acquisition
Organic language acquisition is a natural method of learning a language the way a child might learn to speak his or her native tongue. This is a very natural language learning method, and if you are able to totally immerse yourself in the English world, you will certainly be able to learn English easily. Immersion in the language requires that you do not speak any language other than English. To practice this method, watching television, listening to the radio, reading magazines and newspapers, cooking from recipes, and following various verbal and written instructions, should all be in English. This is particularly effective for non-English speakers who have recently moved to an English country.

Curriculum Based Language Acquisition
For those who prefer a more structured environment when learning English, curriculum based language acquisition might be a good choice. Many people are able to learn English easily by enrolling in an English class, using at-home English learning computer software, or listening to an English language instructional course on CD while driving in their cars. There are also many workbooks, flashcards, and self-tests that can be used to support this method of learning English

Combination Approach
For most people a combination of the above two approaches is the fastest and best way to learn English easily. If a person only goes to classes but never engages in real-life conversations, they will have a very difficult time becoming totally fluent, and a person who is immersed in a language verbally but never learns the specific grammatical rules will not be able to use his or her English in a professional setting very effectively. Therefore, if possible, the English learner should engage in a curriculum based approach to learning English, but should also be sure to engage in conversation with and listen to native English speakers as much as he or she can manage in order to facilitate the quickest learning possible.

Quick Tips
If a person is determined to learn English easily, he or she should also be sure to adhere to certain guidelines that will help them in their mission. First, be certain that your family, friends, and colleagues all know that you are trying to learn English, and that whenever possible, they should speak to you in English rather than your native tongue. Secondly, do not focus on just a single element of language acquisition at the expense of others. For example, it is not advisable to only attempt to speak the language but neglect to read it, write it, or listen to it being spoken. In order to be successful at obtaining fluency, a person should be attentive to all the different language elements.

Because English is one of the most widely spoken languages in the entire world and can be instrumental to a person’s personal and professional success, it is no wonder that there are so many people intent on learning to speak it with fluency. With the right planning and a lot of determination, anyone can learn to speak English quickly and easily. Combining an immersion approach with a curriculum based program will afford almost anyone the right foundation for a lifetime of speaking English. As long as the English makes a concrete plan with a set goal and adheres to it, he or she will be speaking English in a very short amount of time.

Special libraries are collections that exist to serve the specific needs of their clients. The libraries are varied as their needs. However, the libraries do have common elements in the service that they provide, their focused collections and their knowledgeable staff who are able to adapt to the changing needs of their clients base. The phrase “Special libraries” is a misnomer, because all libraries are special and have commonalities in their functions. This statement does not dispute the fact that some libraries have special concerns-be they of their clientele, their collections or their purpose. A standard definition of a special library would be the one that exist to serve the limited needs of a specific entity- a business, industry, government agency, non-profit group or professional organizations. Also included are subject oriented units of a public or academic library (Beenham and Harrison, 1990).

The collection of special libraries is smaller and tends to be more focused in comparison to public and academic libraries. Special libraries have the tools and the people necessary to make information available to the client because it is not just enough to collect and house information. It must be made accessible to users. A Special library in short is particularized information services which correlates, interprets and utilizes the materials at hand for the constant use and benefit of the organization it serves (Chirgwin and Oldfield, 1982).

The over-riding requirement of the Special library is that it should provide current information that enables research workers and other employers to carry out their duties effectively. Therefore, it provides not only a collection of materials for which is known demand, but also a network of services that make information readily available for a variety of outside sources.

Previously, the provision of books and other materials for purposes of research had been considered of paramount importance. With the dramatic increase in the number of post-war student in Sierra Leone, it came to be more generally accepted that a university library should aim to serve the needs of their main categories of readers; namely, the undergraduate research worker, and the academic staff.

Definition of Charging or Issues System

According to Berkett and Ritiche (1977), the recording of the loan of materials is called charging or issuing. The charging method selected by a particular library depends to a large extent on the library’s clientele, the size of the stock and the need to restrict the number of items which a library member may have on loan, and on whether the library has peak periods for the lending and returning of materials. The choice of methods will also be affected by the amount and type of information the library staff requires the issue to furnish.

The purpose of a circulation system is to give the library users as much access as possible to the stock. Unfortunately, a book loaned to one reader is not available to others and certain restrictions have to be made. For instance an Encyclopedia is a compendium of knowledge on a vast number of subjects and is designed for easy reference rather than for continuous reading. Allowing such a book on loan would inconvenience a great number of library users without benefiting the borrower.
Each library will use a system for recording the books and other items it lends to its readers. There have been many modern developments to record issues in the last thirty years, mainly due to high cost of staffing, increased usage, and in search of better all-round efficiency. There is no one all-purpose systems which will meet the demands of all kinds of library, although the latest computer charging system can cope with many aspects speedily.

A good system should enable the library staff to discover which reader has borrowed which book. It should show when books are due for return and which are overdue. Some systems can control the number of books issued, and particularly the number which each reader has borrowed. The better systems will permit the book is renewed without returning the book in person, and should allow readers to reserve books which are not immediately available.

Charging or Issues System in Libraries

The Circulation department is the area where most patrons are used to because it is here that library materials are loaned out and returned after use, and it is sometimes referred to as the leading or take home department. Records of patrons are kept here after they have completed a necessary form that provides personal information about them, that is, name, address, sex, status and guarantor. Some departments have different cards for different categories of users to complete. The following functions are however performed by circulation department:
• Registration of new users and keeping the records of library patrons;
• Keeping records of borrowed materials and those returned;
• Noting down when borrowed materials are due back in the library;
• Keeping statistics of the department;
• Sending overdue notices to patrons who fail to return their books when due (Nwogu, 1991).

Types of Charging or Issue Systems used in Libraries

As has been said, one of the principal services offered by libraries is the lending of books and others materials. Obviously, libraries need to keep some kind of record of such loan transactions and many methods have been devised to regulate this task. These methods are known as Charging or Issuing methods. The charging method selected by a particular library depends to a large extent on the library’s clientele, the size of stock and the need to restrict the number of items which a library member may have on loan and on whether the library has peak periods for the lending and returning of material. Here are some examples of charging methods used in varied types of libraries.

The Browne System: For many, many years the most commonly used charging method is the Browne system. With this system, a membership application form is filled in and the reader is given a number of tickets bearing his or her name and address. The reader presents the books to be borrowed at the issue desk, along with a reader’s ticket for each book. The date label in each book is stamped with the date of return; the book card is removed from each book and inserted into the reader’s tickets (one book card per ticket). The charge therefore is one book card inserted into one ticket. When the book is returned, the assistant will look inside it to ascertain from the date label, or pocket, the accession number/author/class number as well as the due date. The appropriate charge is then removed from the issue, the book card replaced in the book pocket and the ticket returned to the reader.

The Islington system: In this charging system, each reader is given one plastic ticket on which is embossed his or her name and address. The stationery inside the library books is the same as the Browne system. However, the difference lies in the fact that the reader must print an address slip (using an embossed ticket) for each book he or she wishes to borrow. Therefore the ‘charge’ is a book card plus a paper address slip inside a blank ticket.

Ticket book or Cheque book charging: In this method, each book has a book pocket permanently fixed inside the cover on which details of the book are given. Within this book pocket is a plain pocket, inside which is a book card bearing details of the book. The reader need only insert one of his or her ticket slip into the plain pocket and present the book for date stamping. The assistant removes the ‘charge’ and it is subsequently filed. The issue trays are usually kept in a separate ‘discharge room’ and not at the issue desk. There is a reception desk where the books are returned, the actual discharging being done later in the ‘discharging room’ when the charge is removed from the issue, the reader’s ticket destroyed and the plain pocket and book card returned to the book. An additional ‘cheque book’ is issued to the reader whenever the previous one is used up.

Token Charging: The book date label is stamped in the usual way, and the reader must surrender one token for each book being issued. On returning the books, the reader merely receives the appropriate number of tokens in exchange. At the end of each year the reader must be able to produce the full complement of tokens or pay a replacement cost for any which have been lost. A visible index (that is a list of reserved books which must be checked whenever books are returned) is used for reservations.

Punched card charging: when a book is borrowed, the assistant takes two punched cards, pre-dated with date due for return (both punched and dated stamped), places the two punched cards in an automatic key punched machine and punches on both cards the reader’s number and book accession number and class number. One card is retained as the library’s record of loans; the other card is inserted in the book pocket with the date of return clearly visible. The punched cards are removed from returned books, sorted into accession number order by machine, and then matched by machine with the duplicate cards kept as the library’s record of loans. Unmatched cards represents books still out on loan and these can be refilled mechanically, this time in date order to reveal overdue.

Computerized Issuing System: Computer systems now available in libraries are very advanced indeed. The issue terminal is equipped with a data pen to which may be attached a self-inking date stamp. There is a card holder into which the reader’s ticket is inserted. Charging is accomplished by running the data pen horizontally across the bar code on the reader’s ticket and the across the barcode labels on the books to be borrowed. The date labels in the book are stamped with the date of return and the ticket is returned to the reader. The discharge terminal is also equipped with another data pen and this is used to read the books’ bar code labels when they are returned. The reader’s ticket is not required at this stage as the reader’s name will be automatically deleted from the computer records when all books are have been returned (Beenham, and Harrison 1990).

Charging or Issue System at the College of Medicine and Allied Health Sciences Library

The College of Medicine and Allied Health Sciences (COMAHS) was founded on the 12th April, 1988 by the Government of Sierra Leone in Co-operation with the Nigerian government and the World Health Organization (WHO). With the enactment and coming into effect of the 2005 University Act, which led to the creation of two universities in Sierra Leone, College of Medicine and Allied Health Sciences as a constituent arm of the University of Sierra Leone, in cooperation with the National School of Nursing, which is now a faculty and the Pharmacy Technician School, also part of the Faculty of Pharmaceutical Sciences.

The College of Medicine and Allied Health Sciences library started a few months after the college was established in 1988. The library was first located at Bass Street, in Brookfields and later transferred to New England in Freetown, from where it was finally transferred to the Connaught Hospital, when the Ministry of Health gave up the building it used to occupy as a library.

The College of Medicine and Allied Health Sciences library was started by a Medical Librarian by the name of Nancy M’Jamtu-Sie in 1988. The library holds the main stock of Medical and Health Sciences materials in the University of Sierra Leone. The library depends solely on donations and it operates on three sites: the main Medical library at the Connaught Hospital which houses the library administrative office, short loan, reference, World Health Organization audio cassettes collection; the CD-ROM and Internet facilities, the multidisciplinary library at the National School of Nursing, houses the general collection and as well as short loan and reference books and the Medical Sciences library at the Kossoh Town Campus.

The mission of College of Medicine and Allied Health Sciences is: “to train community-oriented doctors, pharmacists, nurses, laboratory scientists, and the health personnel with sound professional and managerial skills suitably qualified to meet international standards and capable to undertake research and pursue training in specialized areas for health care delivery services.”

The College of Medicine and Allied Health Sciences practices the Browne Issue System mentioned above, which is practiced in most libraries especially Special libraries found in the University of Sierra Leone. With the Browne Charging or Issuing system at the College of Medicine and Allied Health Sciences library, each library book has a book card which is kept in a pocket inside each book. The card identifies each book by recording, usually the accession number, classification number, author and short title. Each reader has a ticket issued to him/her which indicates the name and address. This reader’s ticket holds the book card, which is taken from the pocket in the book, and this forms the record of the issue. Each book is stamped with the date for return and the issue is filed in trays under the date due for return, and within what date probably by accession number.

When the readers return the book, the date due for stamped on the date label locates the correct date among the issue trays and the accession number printed on the date label should find the correct position within that date. The book card is then returned to the book, which is now ready for shelving and the reader recovers his tickets. Overdue books are self-evident since the trays are in date order, and reservation are made searching the appropriate care in an obvious way. The Brown system is simply operated and easily understood by library staff and readers alike.
Clientele or Users of College of Medicine and Allied Health Sciences Library

A clientele in library is a body of customers or patrons that makes use of a library in order to get needed information. The clientele of a library are highly knowledgeable group. Consequently, the emphasis of the library is on maintaining considerable depth of subject material or supplying information to be in print.All members of the University of Sierra Leone who are allowed to use the College of Medicine and Allied Health Science library must register with the library and obtain a membership card. External readers are allowed to use the library for reference purposes but would not be given borrowing facilities.

At the College of Medicine and Allied Health Sciences library, most of the books are available to users for loan period and the number of books loaned varies. The book stock covers basic medical sciences, biology, physiology, biochemistry and all disciplines of medicine. Books are borrowed to both students and staff for specific period of time.

Challenges of Charging or Issue System used at the College of Medicine and Allied Health Sciences Library

Special Libraries in Sierra Leone, especially College of Medicine and Allied Health Sciences Library are not without challenges.

Space Challenge: The three sites where the College of Medicine and Allied Health Sciences library operates have been observed to be very small with reference to the building. The locations of these sites especially with ones at National School of Nursing which houses the general collection as well as short loan and reference books; and the Medical Sciences library at the Kossoh Town campus, are not seen as favorable in terms of their locations. They do not offer convenient access for all staff and clients. Shelving and storage has not been conveniently located.

Financial Status: The financial standing of the College of Medicine and Allied Health Sciences library has been very unsatisfactorily especially when the management cannot meet with its obligation of taking care of the library’s itinerary. This has led to the library not having updated collections. This has been seen in the area of salaries, which has been very poor, operational costs, subscriptions, acquisitions, training and professional development.

Insufficient Materials: Materials at College of Medicine and Allied Health Sciences are inadequate to meet the needs of its users. Materials are mainly acquired through donations as the library does not have enough funds to purchase materials in order to meet the needs of its users.

Inadequate computers and limited Internet Service: There are no adequate computers and strong internet connectivity sufficient enough to service the numerous clienteles. At the College of Medicine and Allied Health Sciences library, the inadequate number of available computers does not allow the library to operate the Computer charging or issuing system which is more advance and easier to operate than the Browne charging system which the library currently uses. The Internet service provided is also not sufficient to handle the high number of both their students, staff and other users.

Lack of adequate trained and qualified staff: The College of Medicine and Allied Health Sciences library is short of adequate trained and qualified Librarians which have rendered the library ineffective in the area of properly disseminating information to users. The library is only made up of two qualified librarians and additional staff consists of a technician, clerks, cleaners and messengers.

Conclusively, the College of Medicine and Allied Health Sciences library as a Special library in the University of Sierra Leone has been able to meet the information needs of the many users with the Browne Issue system that it operates on. However, the collection is not updated and the service is not excellent enough to satisfy the clientele that it caters for. The College library lacks enough funds to purchase updated materials. The services of the library have not been too satisfactorily and this is due to few trained personnel and limited facilities. In spite of these challenges at College of Medicine and Allied Health Sciences library, the Browne charging or Issue System has proven to be the therapy that has salvage the issue of delivery of services to their clients and the due preservation of their materials.

RFID is an acronym for Radio Frequency Identification. It is a technology that allows an item, for example a library book to be tracked and communicated with by radio waves. This technology is similar in concept to a Cell Phone.

Radio frequency identification, or RFID, is a broad term for technologies that use radio waves to automatically identify people or objects. There are several methods of identification, but the most common is to store a serial number that identifies a person or object, and perhaps other information, on a microchip that is attached to an antenna (the chip and the antenna together are called an RFID transponder or an RFID tag). The antenna enables the chip to transmit the identification information to a reader. The reader converts the radio waves reflected back from the RFID tag into digital information that can then be passed on to computers that can make use of it.

2.Concept of RFID for Libraries

RFID (Radio Frequency Identification) is the latest technology to be used in library circulation operations and theft detection systems. RFID-based systems move beyond security to become tracking systems that combine security with more efficient tracking of materials throughout the library, including easier and faster charge and discharge, inventorying, and materials handling.

This technology helps librarians reduce valuable staff time spent scanning barcodes while checking out and checking in borrowed items.

RFID is a combination of radio -frequency-based technology and microchip technology. The information contained on microchips in the tags affixed to library materials is read using radio frequency technology regardless of item orientation or alignment (i.e., the technology does not require line-of-sight or a fixed plane to read tags as do traditional theft detection systems). The RFID gates at the library exit(s) can be as wide as four feet because the tags can be read at a distance of up to two feet by each of two parallel exit gate sensors.

2.1 Components of an RFID System

A comprehensive RFID system has four components:

(1) RFID tags that are electronically programmed with unique information;

(2) Readers or sensors to query the tags;

(3) Antenna; and

(4) Server on which the software that interfaces with the integrated library software is loaded.

2.1.1Tags

The heart of the system is the RFID tag, which can be fixed inside a book’s back cover or directly onto CDs and videos. This tag is equipped with a programmable chip and an antenna. Each paper-thin tag contains an engraved antenna and a microchip with a capacity of at least 64 bits. There are three types of tags: “read only”, “WORM,” and “read/write.

“Tags are “read only” if the identification is encoded at the time of manufacture and not re-writable.

“WORM” (Write-Once-Read-Many)” tags are programmed by the using organization, but without the ability of rewriting them later.

“Read/write tags,” which are chosen by most libraries, can have information changed or added. In RFID library, it is common to have part of the read/write tag secured against rewriting, e.g., the identification number of the item.

2.1.2 Readers

The reader powers an antenna to generate an RF field. When a tag passes through the field, the information stored on the chip in the tag is interpreted by the reader and sent to the server, which, in turn, communicates with the Integrated library system when the RFID system is interfaced with it.

RFID exit gate sensors (readers) at exits are basically two types. One type reads the information on the tag(s) going by and communicates that information to a server. The server, after checking against the circulation database, turn on an alarm if the material is not properly checked-out. Another type relies on a “theft” byte in the tag that is turned on or off to show that the item has been charged or not. It is then not necessary to communicate with the circulation database.

Readers in RFID library are used in the following ways:

Conversion station-where library data is written to the tag;

Staff workstation at circulation- used to charge and discharge library materials;

Sorter and conveyor-automated system for returning books etc. to proper area of library;

Hand-held reader-used for inventorying and verifying that books etc. are shelved correctly.

2.1.3 Antenna

The antenna produces radio signals to activate the tag and read and write data to it. Antennas are the channels between the tag and the reader, which controls the system’s data acquisitions and communication. The electromagnetic field produced by an antenna can be constantly present when multiple tags are expected continually. Antennas can be built into a doorframe to receive tag data from person’s things passing through the door.

2.1.4 Server

The server is the heart of some comprehensive RFID systems. It is the communications gateway among the various components. It receives the information from one or more of the readers and exchanges information with the circulation database. Its software includes the SIP/SIP2 (Session Initiation Protocol), APIs (Applications Programming Interface) NCIP or SLNP necessary to interface it with the integrated library software. The server typically includes a transaction database so that reports can be produced.

2.2 Optional Components

Optional RFID system includes the following three components:

1. RFID Label Printer

2. Handheld Reader

3. External Book Return

1. RFID label Printer

An RFID-printer is used to print the labels with an individual barcode, library logo etc. When the print is applied, it simultaneously programmed the data in to the chip. After this process, the RFID label is taken from the printer and self-adhered to the book. It also checks each RFID label for function.

2. Handheld Reader/Inventory Wand

The portable Handheld Reader or inventory wand can be moved along the items on the shelves without touching them. The data goes to a storage unit, which can be downloaded at a server later on, or it can go to a unit, which will transmit it to the server using wireless technology. The inventory wand will cover three requirements:

· Screen the complete book collection on the shelves for inventory control.

· Search for books, which are mis-shelved.

· Search for individual book requested.

Other applications can be written for the inventory wand, since the system utilizes a personal data terminal (PDT).

3. External Book Return

Libraries can offer a distinct service, which is very useful for users like ability to return books during off hours. External book return is a machine with a slot with a chip RFID reader integrated into the wall. It works the same way as the Self Check –Out Station. The user identifies himself/herself (if required by the library), and then puts the book(s) in to the slot. Upon completing his/her return, the user will receive a receipt showing how many and which books were returned. Since they have already been checked-in, they can go directly back onto the shelves. These units can also be used with sorter and conveyor systems.

3. Key Features of RFID in library

The reliability of the system, its ease of operation, and the flexibility of tagging all kinds of media easily, is important criteria in choosing an RFID system. The main aim for today’s libraries to adopt RFID is the need to increase efficiency and reduce cost. Automation and self-service can help libraries of all sizes toward achieving these aims, and RFID has the added advantage that it can also provide security for the range of different media on offer in libraries. The technology can also improve circulation and inventory control, which helps to optimize the allocation of labor and financial resources. This means that libraries can relieve their professional employees of routine work and operational tasks.

All of the tags used in RFID technology for libraries are “passive.” The power to read the tags comes from the reader or exit sensor (reader), rather than from a battery within the tag.

A few libraries use “smart” card, which is an RFID card with additional encryption, is an alternative to merely adding an RFID tag on staff and user identification cards. Not only does that identify users for issue and return of library materials, but also for access to restricted areas or services. This would make it possible to make it into a “debit” card, with value added upon pre-payment to the library and value subtracted when a user used a photocopier, printer, or other fee-based device, or wished to pay fines or fees.

3.1 Speedy and Easy User self-charging/discharging

The use of RFID reduces the amount of time required to perform circulation operations. This technology helps librarians eliminate valuable staff time spent scanning barcodes while checking out and checking in borrowed items. For the users, RFID speeds up the borrowing and returns procedures. The Library professionals, instead of scanning bar codes all day long in front of a queue of users, are released for more productive and interesting duties. Staff is relieved further when readers are installed in book drops.

3.2 Reliability

The readers are highly reliable. Several vendors of RFID library systems claim an almost 100 percent detection rate using RFID tags.

Some RFID systems have an interface between the exit sensors and the circulation software to identify the items moving out of the library. Were a library user to run out of the library and not be catched, the library would at least know what had been stolen. If the user card also has an RFID tag, the library will also be able to determine who removed the items without properly charging them.

Other RFID systems encode the circulation status on the RFID tag. This is done by designating a bit as the “theft” bit and turning it off at time of charge and on at time of discharge. If the material that has not been properly charged is taken past the exit gate sensors, an immediate alarm is triggered. Another option is to use both the “theft” bit and the online interface to an integrated library system, the first to signal an immediate alarm and the second to identify what has been taken out.

3.3 High-speed inventorying

A unique advantage of RFID systems is their ability to scan books on the shelves without tipping them out or removing them. A hand-held inventory reader can be moved rapidly across a shelf of books to read all of the unique identification information. Using wireless technology, it is possible not only to update the inventory, but also to identify items, which are out of proper order.

3.4 Automated materials handling

Another application of RFID technology is automated materials handling. This includes conveyor and sorting systems that can move library materials and sort them by category into separate bins or onto separate carts. This significantly reduces the amount of staff time required to ready materials for re-shelving.

3.5 Tag life

RFID tags last longer than barcodes because, the technology does not require line-of-sight. Most RFID vendors claim a minimum of 100,000 transactions before a tag may need to be replaced.

4. Demerits of RFID Systems

4.1 High cost

The major disadvantage of RFID technology is its cost. While the readers and gate sensors used to read the information typically cost around $1,500 to $2,500 each; and the tags cost $.40 to $.75 each.

4.2 Accessibility to compromise

It is possible to compromise an RFID system by wrapping the protected material in two to three layers of ordinary household foil to block the radio signal. It is also possible to compromise an RFID system by placing two items against one another so that one tag overlays another. That may cancel out the signals. This requires knowledge of the technology and careful alignment.

4.3 Removal of exposed tags

RFID tags are typically affixed to the inside back cover and are exposed for removal. This means that there would be problems when users become more familiar with the role of the tags. In Indian libraries this is a major challenge to keep the tags intact.

4.4 Exit gate sensor (Reader) problems

While the short-range readers used for circulation charge and discharge and inventorying appear to read the tags 100 percent of the time, the performance of the exit gate sensors is more problematic. They always don’t read tags at up to twice the distance of the other readers. There is no library that has done a before and after inventory to determine the loss rate when RFID is used for security.

4.5 Invasion of User Privacy

Privacy concerns associated with item-level tagging is another significant barrier to library use of RFID tags. The problem with today’s library RFID system is that the tags contain static information that can be relatively easily read by unauthorized tag readers. This allows for privacy issues described as “tracking” and “hot-listing”.

Tracking refers to the ability to track the movements of a book (or person carrying the book) by “correlating multiple observations of the book’s bar code” or RFID tag. Hot-listing refers to the process of building a database of books and their associated tag numbers (the hot-list) and then using an unauthorized reader to determine who is checking out items in the hot-list.

4.6 Reader collision

One problem meet with RFID is the signal from one reader can interfere with the signal from another where coverage overlaps. This is called reader collision. One way to avoid the problem is to use a technique called time division multiple access, or TDMA. In simple terms, the readers are instructed to read at different times, rather than both trying to read at the same time. This ensures that they don’t interfere with each other. But it means any RFID tag in an area where two readers overlap will be read twice.

4.7 Tag collision

Another problem readers have is reading a lot of chips in the same field. Tag clash occurs when more than one chip reflects back a signal at the same time, confusing the reader. Different vendors have developed different systems for having the tags respond to the reader one at a time. Since they can be read in milliseconds, it appears that all the tags are being read simultaneously.

4.8 Lack of Standard

The tags used by library RFID vendors are not compatible even when they conform to the same standards because the current standards only seek electronic compatibility between tags and readers. The pattern of encoding information and the software that processes the information differs from vendor to vendor, therefore, a change from one vendor’s system to the other would require re-tagging all items or modifying the software.

5. Best Practices guidelines for Libraries

As libraries are implementing RFID systems, it is important to develop best practices guidelines to utilize the technology in best way and to keep the privacy concern away. The following may be the best practices guidelines for library RFID use:

· The Library should be open about its use of RFID technology including providing publicly available documents stating the rational for using RFID, objectives of its use and associated policies and procedure and who to contact with questions.

· Signs should be pasted at all facilities using RFID. The signs should inform the public that RFID technology is in use, the types of usage and a statement of protection of privacy and how this technology differs from other information collection methods.

· Only authorized personnel should have access to the RFID system.

· No personal information should be stored on the RFID tag.

· Information describing the tagged item should be encrypted on the tag even if the data is limited to a serial number

· No static information should be contained on the tag (bar code, manufacturer number) that can be read by unauthorized readers.

· All communication between tag and reader should be encrypted via a unique encryption key.

· All RFID readers in the library should be clearly marked.

· ISO 18000 mode-2 tags should be used rather than ISO 15693.

6. Installations

While there are over 500,000 RFID systems installed in warehouses and retail establishments worldwide, RFID systems are still relatively new in libraries. Fewer than 150 had been installed as of the 2004.

Most installations are small, primarily in branch libraries. The University of Connecticut Library; University of Nevada/Las Vegas Library, the Vienna Public Library in Austria, the Catholic University of Leuven in Belgium, and the National University of Singapore Library are the only sites that appear to have tagged more than 500,000 items each.
So far in India only two University libraries have Installed the RFID system. First among them is Jayakar Library of Pune University and second is Dhanvantri Library of Jammu University. The use of RFID throughout Indian libraries will take at least four to five years.

7. Recent Developments

Recent developments in hardware and software for RFID systems have increased the potential of this technology in library automation and security. ‘Today, the one important result for libraries is the ability to use non-proprietary systems, now that the new generation of RFID-chips with standard ISO 15693 (to be integrated into ISO 18000-3) is available,’ explains Dr Christian Kern, system development manager of Bibliotheca RFID Library Systems, a Swiss company specializing in such systems for libraries. ‘With this technology, libraries do not have to depend on one single supplier for tags. As libraries make a long-term investment, which mainly consists of the quantity of tags needed, this is a very important requirement.’

8. Vendors

The products of six manufacturers of library RFID systems are available in India through their business associates: Bibliotheca, Checkpoint, ID Systems, 3M, X-ident technology GmbH represented by Infotek software and systems in India and TAGSYS— the last represented by Tech Logic, Vernon, Libsys in India and VTLS .

There are several other companies that provide products that work with RFID, including user self-charging stations and materials handling equipment.

Conclusion

It is quite clear from the above discussion that an RFID system may be a comprehensive system that addresses both the security and materials tracking needs of a library. RFID in the library is not a threat if best practices guidelines followed religiously, that it speeds up book borrowing and inventories and frees staff to do more user-service tasks. The technology saves money too and quickly gives a return on investment.

As far as privacy issue is concerned it is important to educate library staff and library users about the RFID technology used in libraries before implementing a program.

It may be good for librarians to wait and watch the developments in RFID for some time before the cost of tags comes down to $.20 or less, the figure which librarians has determined is the key to their serious consideration for the use of technology.

While library RFID systems have a great deal in common with one another, including the use of high frequency (13.56 MHz), passive, read-write tags. Lack of Standard and Compatibility of tags produced by different vendors is a major problem in implementation of RFID in Libraries. Current standards (ISO 15693) apply to container level tagging used in supply chain applications and do not address problems of tracking and hot listing. Next generation tags (ISO 18000) are designed for item level tagging. The newer tags are capable of resolving many of the privacy problems of today’s tags. However, no library RFID products are currently available using the new standard. Apart from that cost of the RFID Tags and equipment is also a major problem for libraries to implement the same in a developing country like India.

The heart of information literacy is contained within definitions used to describe it. Traditionally librarians have given ‘library induction’ or ‘library skills training’ in a limited role. Library users need to know where the catalogue is, what the services are, and most importantly where the inquiry desk is. This is not to reduce the value of traditional library induction, but libraries and information are also changing. The provision of information through a library in a traditional form has gone through radical alterations. Already in most library and information organizations staffs are adjusting their services with the provision of new media and access to information provision within these organizations. Thus librarians are talking about social inclusion, opportunity, life-long learning, information society and self development.

A plethora of definitions for information literacy abound in books, journal papers and the web. Some of these definitions center on the activities of information literacy i.e. identifying the skills needed for successful literate functioning. Other definitions are based on the perspective of an information literate person i.e. trying to outline the concept of information literacy. Deriving therefore a single definition is a complex process of collecting together a set of ideas as to what might be, should be, or may be considered a part of information literacy. For example Weber and Johnson (2002) defined information literacy as the adoption of appropriate information behavior to obtain, through whatever channel or medium, information well fitted to information needs, together with critical awareness of the importance of wise and ethical use of information in society. The American Library Association (2003) defined information literacy as a set of skills needed to find, retrieve, analyze, and use information. While CLIP (2004) defined information literacy as knowing when and why one needs information, where to find it, and how to evaluate, use and communicate it in an ethical manner. Succinctly these definitions imply that information literacy requires not only knowledge but also skills in:

• recognizing when information is needed;
• resources available
• locating information;
• evaluating information;
• using information;
• ethics and responsibility of use of information;
• how to communicate or share information;
• how to manage information

Given therefore the variety of definitions and implied explanation information literacy is a cluster of abilities that an individual can employ to cope with, and to take advantage of the unprecedented amount of information which surrounds us in our daily life and work.

STRUCTURE OF THE EDUCATION SYSTEM

Sierra Leone’s current educational system is composed of six years of formal primary education, three years of Junior Secondary School (JSS), three years Senior Secondary School (SSS) and four years of tertiary education-6-3-3-4. (The Professor Gbamanja Commission’s Report of 2010 recommended an additional year for SSS to become 6-3-4-4). The official age for primary school pupils is between six and eleven years. All pupils at the end of class six are required to take and pass the National Primary School Examinations designed by the West African Examinations Council (WAEC) to enable them proceed to the secondary school divided into Junior Secondary School(JSS) and Senior Secondary School (SSS). Each part has a final examination: the Basic Education Certificate Examinations (BECE) for the JSS, and the West African Senior Secondary School Certificate Examinations (WASSCE) for SSS, both conducted by WAEC. Successful candidates of WASSCE are admitted to tertiary institutions based on a number of subjects passed (GoSL,1995)

The curriculum of primary schools emphasizes communication competence and the ability to understand and manipulate numbers. At the JSS level, the curriculum is general and comprehensive, encompassing the whole range of knowledge, attitudes and skills in cognitive, affect, and psychomotor domains. The core subjects of English, Mathematics, Science and Social studies are compulsory for all pupils. At the SSS level, the curriculum is determined by its nature (general or specialist), or its particular objectives. Pupils are offered a set of core (compulsory) subjects with optional subjects based on their specialization. Teaching is guided by the teaching syllabuses and influenced by the external examinations that pupils are required to take at the 3/ 4-year course. English is the language of instruction (GoSL,1995).

The countries two universities, three polytechnics, and two teacher training colleges are responsible for the training of teachers in Sierra Leone. The Universities Act of 2004 provides for private universities so that these institutions too could help in the training of teachers. Programs range from the Teacher Certificate offered by the teacher training colleges to the Masters in Education offered by universities. Pre-service certification of teachers is the responsibility of the National Council for Technical, Vocational and Other Academic Awards (NCTVA). There is also an In-service Teacher Training program (Distance Education Program) conducted for teachers in part to reduce the number of untrained and unqualified teachers especially in the rural areas.

LITERACY IN SIERRA LEONE

In Sierra Leone as it is in most parts of the developing world literacy involves one’s ability to read, write and numeracy. It is the ability to function effectively in life contexts. A literate person is associated with the possession of skills and knowledge and how these could be applied within his local environment. For instance a literate person is believed to be able to apply chemical fertilizer to his crops, fill in a loans form, determine proper dosage of medicine, calculate cash cropping cost and profits, glean information from a newspaper, make out a bank deposit slip and understanding instructions and basic human rights.

Literacy is at the heart of the country’s development goals and human rights (World Bank, 2007). Wherever practiced literacy activities are part of national and international strategies for improved education, human development and well-being. According to the 2013 United Nations Human Development Index Sierra Leone has a literacy rate of 34 %. Implicitly Sierra Leone is an oral society. And oral societies rely heavily on memory to transmit their values, laws, history, music, and culture whereas the written word allows infinite possibilities for transmission and therefore of active participation in communication. These possibilities are what make the goal of literacy crucial in society.

In academic parlance literacy hinges on the printed word. Most pupils are formally introduced to print when they encounter schoolbook. School teachers in Sierra Leone continue to use textbooks in their teaching activities to convey content area information to pupils. It is no gainsaying that pupils neither maximise their learning potential nor read at levels necessary for understanding the type of materials teachers would like them to use. Thus the performance of pupils at internal and public examinations is disappointing. Further pupils’ continued queries in the library demonstrate that they do not only lack basic awareness of resources available in their different school libraries but also do not understand basic rudiments of how to source information and materials from these institutions. What is more worrisome is that pupils do not use appropriate reading skills and study strategies in learning. There is a dearth of reading culture in schools and this situation cuts across the fabric of society. In view of the current support the Ministry of Education, Science and Technology (MEST) to establish literacy standards in school this situation has proved frustrating as teachers do not know how to better help pupils to achieve this goal. Thus they look up to the school librarians to play a more proactive role.

LITERACY DEMANDS ON SECONDARY SCHOOL PUPILS

In everyday situations school pupils are expected to be able to identify and seek information they need. Providing a variety of reading and writing experiences using varied materials in the school library can help develop pupils’ literacy ability (Roe, Stoodt-Hill and Burns, 2004). The mode of assessment in schools in Sierra Leone includes class exercises, tests, written and practical assignments, as well as written examinations to see pupils through to their next levels. These pupils, for example, need to read content books and supplementary materials in school for homework. Pupils have even more literacy needs in their activities outside school. They need to read signs found in their communities, job applications, road maps and signs, labels on food and medicine, newspapers, public notices, bank statements, bills and many other functional materials. Failure to read and understand these materials can result in their committing traffic violations, having unpleasant reactions to food or medicine, becoming lost, losing employment opportunities and missing desirable programs. Equally so pupils need to write to their relatives and loved ones, instructions to people who are doing things for them, notes to themselves about tasks to be completed, phone messages for colleagues and many other items. Mistakes in these activities can have negative effects on them. Good literacy skills are especially important to pupils who plan to pursue higher education studies. The job market in the country calls for pupils to be literate. For instance most jobs advertised these days require people who have completed their JSS. The fact is that workers need to be able to understand graphic aids, categorized information and skim and scan to locate information. Also the nature of reading in the workplace generally involves locating information for immediate use and inferring information for problem solving. The reading and writing of a variety of documents like memos, manuals, letters, reports and instructions are necessary literacy skills in the workplace.

SCHOOL LIBRARIES IN SIERRA LEONE

School libraries in Sierra Leone are perceived as integral aspect of the county’s educational system. These institutions bring together four major components of the school community: the materials, pupils, teacher and library staff. The main purpose for the establishment of these institutions in schools is to complement the teaching/learning process, if not to support the curriculum. This purpose is achieved in two ways: by providing pupils with the means of finding whatever information they need; and by developing in pupils the habit of using books both for information and for pleasure. Pupils need information to help them with the subjects they learn in school. The textbooks they use and the notes they take in class can be an excellent foundation. They may also be sufficient for revision purposes. But these could not be enough to enable pupils to write good essays of their own or to carry out group projects. School libraries then are expected to complement this effort and therefore are perceived as learning centers.

Pupils need information on subjects not taught in school. School libraries are looked upon as places pupils find information to help them in their school studies and personal development. Through these institutions pupils’ habit of using libraries for life-long education is not only developed but also school libraries could be used to improve pupils’ reading skills. In the school community both pupils and teachers use school libraries for leisure and recreational purpose and for career advancement. The culture of society is also transmitted through use of school libraries. Because of the important role school libraries play in the country’s educational system they are organized in such way that pupils as well as teachers can rely upon them for support in the teaching/learning process. Most of these institutions are managed by either a full-time staff often supervised by a senior teacher. Staffs use varied methods to promote their use including user education.

JUSTIFYING THE LIBRARIAN’S INVOLVEMENT IN PROMOTING LITERACY IN SCHOOL

A pre-requisite for the development of autonomous pupils through flexible resource-based learning approaches is that pupils master a set of skills which gradually enable them to take control of their own learning. Current emphasis in teaching in schools in Sierra Leone has shifted from “teacher-centred” to “pupil-centred” approach thereby making pupils to “learn how to learn” for themselves so that the integration of process skills into the design of the school curriculum becomes crucial (GoSL,1995). It is in this area of “learning” or “information literacy” skills that one can most clearly see the inter-relationship between the school curriculum and the school library. For pupils to become independent users of information and for this to occur it is vital that they are given the skills to learn how to find information, how to select what is relevant, and how to use it in the best way possible for their own particular needs and take responsibility for their own learning. As information literate, pupils will be able to manage information skillfully and efficiently in a variety of contexts. They will be capable of weighing information carefully and wisely to determine its quality (Marcum2002). Pupils do recognize that having good information is central to meeting the opportunity and challenges of day-to-day living. They are also aware of the importance of how researching across a variety of sources and formats to locate the best information to meet particular needs.

Literacy activities in schools in Sierra Leone are the responsibility of content area teachers, reading consultants and school librarians. Of these the role of the school librarian is paramount. As specialist the school librarian is expected to provide assistance to pupils and teachers alike by locating materials in different subjects, and at different reading levels by making available materials that can be used for motivation and background reading. The school librarian is also expected to provide pupils with instructions in locating strategies related to the library such as doing online searches and skimming through printed reference materials. The librarian is expected to display printed materials within his purview, write specialised bibliographies and lists of addresses on specific subjects at the request of teachers. He should be able to provide pupils with direct assistance in finding and using appropriate materials; recreational reading can be fostered by the librarian’s book talks or attractive book displays on high-interest topics like HIV/AIDS, child abuse, child rights, human rights and poverty alleviation. In view of this the fundamental qualities expected of the good school librarian include knowledge of his collection and how to access it; ability to understand the needs of his users more so those of pupils; ability to communicate with pupils and adult users; and knowledge of information skills and how to use information.

ROLE OF THE SCHOOL LIBRARIAN

Pupils’ success in school depends to a large extent upon their ability to access, evaluate and use information. Providing access to information and resources is a long-standing responsibility of the school librarian. The school librarian should provide the leadership and expertise necessary to ensure that the library becomes integral in the instructional program of the school. In school the librarian is the information specialist, teacher and instructional consultant. He is the interface responsible for guiding pupils and teachers through the complex information resources housed in his library (Lenox and Walker, 1993). He is looked up to assist and guide numerous users in seeking to use and understand the resources and services of the library. In this respect the school librarian should inculcate in these users such skills as manual and online searching of information; use of equipment; developing critical skills for the organization, evaluation and use of information and ideas as integral part of the curriculum (Lonsdale, 2003). The school librarian should be aware of the range of available information retrieval systems, identify that most suitable to the needs of pupils and provide expertise in helping them become knowledgeable, if not comfortable, in their use. Since no library is self-sufficient the school librarian can network with information agencies, lending/renting materials and/or using electronic devises to transmit information (Tilke, 1998; 2002).

As information specialist the school librarian should be able to share his expertise with those who may wish to know what information sources and/or learning materials are available to support a program of work. Such consultation should be offered to the whole school through the curriculum development committee or to individual subject teachers. The school librarian should take the lead in developing pupils’ information literacy skills by being involved with the school curriculum planning and providing a base of resources to meet its needs. He should be aware of key educational initiatives and their impact in teaching and learning; he should be familiar with teaching methods and learning styles in school; over all he should maintain an overview of information literacy program within the school (Herring, 1996; Kuhlthau, 2004).

Kuhlthau (2004) opined that information seeking is a primary activity of life and that pupils seek information to deepen and broaden their understanding of the world around them. When therefore, information in school libraries is placed in a larger context of learning, pupils’ perspective becomes an essential component in information provision. The school librarian should ensure that skills, knowledge and attitude concerning information access, use and communication, are integral part of the school curriculum. Information skills are crucial in the life-long learning process of pupils. As short term objective the school librarian should provide a means of achieving learning objectives within the curriculum; as long term information skills have a direct impact on individual pupils’ ability to deal effectively with a changing environment. Therefore the school librarian should work in concert with teachers and administrators to define the scope and sequence of the information relevant to the school curriculum and ensure its integration throughout the instructional programs (Tilke, 2002; Birks and Hunt, 2003). Pupils should be encouraged to realize their potential as informed citizens who critically think and solve problems. In view of the relationship between the curriculum and school library, the librarian should serve on the curriculum committee ensuring that information access skills are incorporated into subject areas. The school librarian’s involvement in the curriculum development will permit him to provide advice on the use of a variety of instructional strategies such as learning centers and problem-solving software, effective in communicating content to pupils (Herring, 1996; Birks and Hunt, 2003).

Literacy could be actively developed as pupils need access to specific resources, demonstrate understanding of their functionality and effective searching skills. In this regard pupils should be given basic instruction to the library, its facilities and services and subsequent use. Interactive teaching methods aimed at information literacy education should be conducted for the benefit of pupils. Teaching methods could include an outline of a variety of aides like quizzes and worksheets of differing complexity level to actively engage pupils in learning library skills and improving their information literacy. Classes should be divided into small groups so that pupils could have hands-on-experience using library resources. Where Internet services are available in the library online tutorials should be provided. Post session follow-up action will ensure that pupils receive hands-on-experience using library resources. Teaching methods should be constantly evaluated to identify flaws and improve on them.

Further the school librarian should demonstrate willingness to support and value pupils in their use of the library through: provision of readers’ guides; brochures; book marks; library handbooks/guides; computerization of collection; helpful guiding throughout the library; and regular holding of book exhibitions and book fairs. Since there are community radio stations in the country the school librarian could buy air time to report library activities, resources and services. He can also communicate to pupils through update newspapers. Pupils could be encouraged to contribute articles on library development, book reviews and information about opening times and services. The school librarian could help pupils to form book and reading clubs, organize book weeks and book talks using visiting speakers and renowned writers to address pupils. Classes could also be allowed to visit the library to facilitate use. More importantly the school librarian should provide assistance to pupils in the use of technology to access information outside the library. He should offer pupils opportunities related to new technology, use and production of varied media formats, and laws and polices regarding information. In order to build a relevant resource base for the school community the librarian should constantly carry out needs assessment, comparing changing demands to available resources.

The Internet is a vital source for promoting literacy in the school library. The school librarian should ensure that the library has a website that will serve as guide to relevant and authoritative sources and as a tool for learning whereby pupils and teachers are given opportunity to share ideas and solutions (Herring, 2003). Through the Internet pupils can browse the library website to learn how to search and develop information literacy skills. In order for pupils to tap up-to-date sources from the Net the school librarian should constantly update the home page, say on a daily basis, if necessary. Simultaneously the school librarian should avail to pupils and teachers sheets/guides to assist them in carrying out their own independent researches. He should give hands-on-experience training to users to share ideas with others through the formation of “lunch time” or “after school support groups”. Such activities could help pupils to develop ideas and searching information for a class topic and assignment.

Even the location of the library has an impact in promoting literacy in school. The library should be centrally located, close to the maximum number of teaching areas. It should be able to seat at least ten per cent of school pupils at any given time, having a wide range of resources vital for teaching and learning programs offered in school. The library should be characterized by good signage for the benefit of pupil and teacher users with up-to-date displays to enhance the literacy skills of pupils and stimulating their intellectual curiosity.

CONCLUSION

Indeed the promotion of literacy should be integral in the school curriculum and that the librarian should be able to play a leading role to ensure that the skills, knowledge and attitudes related to information access are inculcated in pupils and teachers alike as paramount users of the school library. But the attainment of this goal is dependent on a supportive school administration, always willing and ready to assist the library and its programs financially. To make the librarian more effective he should be given capacity building to meeting the challenges of changing times.

Developing countries are characterized in one way by shrinking economies. Sierra Leone is one such country that despite government and donor support, education has been a major challenge. The situation has been worsened, due to the fact that libraries have been neglected. According to the African Development Bank (ADB) Sierra Leone Country Office (2011), the total funds provided for education by the ADB/ADF finances up to 2010, was about US$ 22 million. The project supported the construction of Ninety Eight (98) primary schools, Fifty Four (54) Junior Secondary Schools (JSS), Eight (8) Vocational Skills Training Centres and Twelve (12) duplex housing blocks for teachers. The project also provided training for Four Thousand and Fifty (4,050) teachers. Teacher manuals were also made available. However, nothing was ever made available for library development. This neglect of libraries, means that libraries in Sierra Leone with limited resources, have to work together in order to meet the information needs of their users. One library may not be able to effectively and suitably meet the information needs of all its users. Library cooperation is therefore, urgently needed.

Library Scene in Sierra Leone

The country has all the different types of libraries; they range from public, academic, special to school libraries. In addition to these are information and resource or documentation centres that provide library and information services. Furthermore, there are museums, such as the National and the Peace Museums, and the National Archive which also provide information services.

However, the Sierra Leone Library Board (SLLB) which was established by an Act of Parliament in 1959 serves as the domain of the provision of library and information services in the country. It functions as both the National and a Public library. To date it has a Central library and headquarters located in Freetown, Regional branches in Provincial headquarter towns, and branches in all District towns, totaling twenty one (21) libraries [One (1) central and headquarter library, three (3) regional libraries, sixteen (16) branch libraries, and two (2) sub-branches].

Libraries in Sierra Leone are therefore, institutions for the storage and dissemination of information; are for users; they provide users with guides and other finding lists; they provide adequate access to the documents or records users may wish to consult; they have subject arrangement; and they are cost-effective.

Library Cooperation

The term cooperation describes the joint action of two or more parties for mutual benefit. Library cooperation means exchanging cataloguing records, building complementary collections, exchanging library materials by inter-library loan and document delivery service, joint purchasing of library materials or automated system, providing services to each others’ users. Library cooperation is also described as an agreement, combination, or group of libraries formed to undertake an enterprise beyond the resources of any one member.

There are different types of cooperative activities and some of the most popular activities are reciprocal borrowing, union catalogues or lists, photocopying services, cooperative reference service, delivery services, cooperative acquisition arrangements, subject specialization in collection development, centralized cataloguing and card production, as well as central storage of materials.

Burgett, Harr and Phillips (2004) asserted that there is evidence that cooperation among libraries to share resources goes back to a long way, at least to the first half of the 13th century, when monasteries developed what we would today recognize as union catalogs of manuscripts to aid in their scholarly activities. Musana (1991) indicated that information resource sharing has been in existence as long as libraries and other types of information services. The existence of a library is itself a form of cooperation. Many libraries came into existence because a group of individuals with a common desire and aspiration wanted to put a collection of materials together for use by the group members. Historically, the driving force behind the evolution of resource sharing concept was the desire to satisfy the felt needs of the user population. Earlier, each library was an entity, serving or trying to serve the needs of its own users and purchasing materials to meet their primary needs.

Beenham and Harrison (1990) however noted that a combination of circumstances made it increasingly difficult for an individual library to be self-sufficient. These circumstances include:

a tremendous increase in knowledge and a corresponding growth in publishing;

the spread of education from primary to university level which lead to greater and more diverse demands on the public library services by a much more literate public;

the advance of technology with its effect on industry and commerce and the necessity for employers and employees to develop new skills and techniques; and

increased opportunities for travel and international economic cooperation, which demand up-to-date information about foreign countries.

Existing Library Cooperation in Sierra Leone

There has been increased pressure for libraries in Sierra Leone to cooperate, including plans to create networks thereby making way for resources to be available to users. As such what has obtained is as follows:

Lending of materials – libraries lend materials to each other officially and unofficially to help their users;

Photocopying – these are available in most libraries. The lending library will copy the needed material and send a copy to the requesting library without having to send the original;

Exchange of cataloguing data – cataloguing data is given to other libraries. The Sierra Leone Library Board (SLLB) provides its data to school libraries that cannot do this technical work properly.

There have been some benefits with these kinds of cooperation existing in the country:

Availability and access to information – there has been significant reach to information by users, since other libraries’ resources can be tapped from;

Lower cost – funds are saved due mainly to the fact that some expensive materials are not purchased as long as they are accessed in another library;

Experience sharing – the exchanging of staff and information provides a platform for learning from each other, especially with cataloguing data; and

Collection development – each library tends to build its collection to the maximum point, narrowing the focus, and at the end building a strong collection.

Notwithstanding, the real benefits that such cooperation should bring about have not been fully realized. Thus, there are certain steps that libraries should take to make this workable.

Building the Infrastructure of Cooperation

The following are essential steps to be taken into account for an efficient cooperation between libraries in Sierra Leone if significant achievements are to be made.

Ensure common understanding and trust. There must be an established better working relationship among and between libraries where common understanding and trust are built up. A continued interaction and exposure of one another resources must be maintained. This can be done by sharing of expertise and experience, signing of Memoranda of Understanding, dialogue to allay fears, and to respect what each party can offer. Exchange of staff if necessary must be done.

Learn from advanced libraries. Furthermore, lessons can be learn from how other national and international cooperation is being conducted. Cooperation is not a day event but something that must be encouraged and built upon. There must be room for trial and error as well as correction of past mistakes.

Management must provide the leadership. Each library management must take upon itself to lead the process successfully. There must be the political will and the willingness to share resources, as well as prioritizing the move towards cooperation. Management must be willing to make positive compromises to reach the desired goal.

Networking and collaboration. The move towards cooperation should not be a one man show. Cooperation can consist of voluntary agreement among libraries, or it can be imposed on libraries by Library Laws or by responsible ministries that fund libraries. It is essential that the participant libraries be willing to work together towards common goals.

Provision of funds. One of the benefits of cooperation is to save cost. However, every library must provide funds for the processes involved. This is particularly so for processing and technical services functions. These must be taken care by individual libraries. As such funding should be provided.

State intervention. In the context of the developing countries state intervention would be called for to enable coordination of a nation’s total library and information resources and ensure adequate funding. This is particularly important given that on the whole libraries in Sierra Leone do not have large enough capital base of their own to invest in such equipment as computer hardware and software, and telecommunications. However, state control must not be allowed to exceed co-ordination as this may to some extent have an effect on the zeal, initiative and the goodwill of participating libraries, institutions and the individual professionals.

The Challenges in Building the Infrastructure of Cooperation

In spite of the benefits accrued in cooperation, there are real and perceived challenges, which, unless properly dealt with, could minimize the chances of even the best conceived scheme taking off. In Sierra Leone, these are:

Overcoming the culture of hoarding – the culture of greed and selfishness that has eaten up the very fabric of society. This has affected even library practice. Libraries are to amass information for the general good of the society.

Limited collections – where participating libraries have not built up their collection to a minimum standard to allow for exchange, they are to grow their collections to some measurable status to ensure fair participation.

ICTs infrastructure – the marked lack of sufficient Information and Communication Technologies (ICTs) is a worrisome issue for cooperation in this 21st century.
Purchasing and installation of ICTs is very crucial, as well as the education and training of staffs for use.

Staffing – some of the participating libraries have untrained and unqualified staff as a major obstacle. Also, most staff are concerned about their status, efficiency, job security, salaries, and autonomy or independence, and this has affected the synergy. If the fears of staff are to be dispelled through proper sensitization and education, capacity building also must be undertaken.

Management – management must take decisive steps towards cooperation.

In conclusion, information to libraries is as money to banks; it is an indispensable input in the development process of the nation. However, to be effective it has to be optimally available and accessible from every corner if possible. Library cooperation if properly planned and executed offers a solution to a lot of problems faced by libraries, librarians and other information professionals in developing countries as Sierra Leone. Valls (1983) has provided the last words, “cooperation between information centres and the co-ordination of efforts needed to efficiently share resources implies the existence of an infrastructure linking the centres to one another.” This library infrastructure must be built up as it would assist in fostering self-help, exchange information, change society, improve productivity and work life, and share resources.

Harrod’s (2000), defined school library as an organized collection of books placed in a school for the use of teachers and pupils, but usually for pupils. It may comprise books of reference and or books for home reading and in the care of a professional librarian, or teacher-librarian. It is variously call “Instructional Materials Centre”, “Learning Centre or Media centre.”

The School library serves as a service agency which supports the schools’ objectives and provides materials for all subjects and all interest of pupils and teachers. The school library is a supportive resource of the school curriculum, its provisions, services, and development is directed at aiding school programs (Kinnel, 1994).

Libraries generally have as their main purpose acquiring, processing, storing and disseminating information to which school library is not an exception. The school library has a vital role to play in the information service. They provide materials relevant to the curricular needs of everybody with the school community. The importance of providing such resources cannot be overemphasized if the school library is to be an instigator of and support for resource based learning in the school.

Also, in relation to information skills, the library and its librarian, make available materials and services in different varieties to allow both pupils and the school community to use these skills in finding the information they need.

The purpose and philosophy of school library service are rapidly being understood and accepted by school administrators and teachers. The fact necessitates that the school librarian be thoroughly familiar with those purposes such as guidance, the reading program and the enrichment program for pupils and teachers. However, Albert Academy library has no trained and qualified librarian, who understands and performs those purposes in order to ensure that the service provision is fully attained.

Albert Academy School Library

The Albert Academy was inaugurated on the 4th October 1904. It was until 1975 when the Albert Academy Alumni Association in their meeting thought it wise that such a reputable institution must not go without a library as the development of school libraries was at its highest peak at that time. An idea to erect a library building was born with the collaboration of the alumni association and the owners of the school that is the United Methodist Church. The library was established with the aim of having a place where pupils could go and explore new ideas to further strengthen their school curriculum activities and leisure as well.

The library was officially opened to the entire school community by His Excellency the late Dr. Siaka P. Stevens on 4th October 1976, then President of the Republic of Sierra Leone and also a member of the Albert Academy Alumni Association class of 1922. The library was named after him following the immense contribution he made towards establishing the library for the school community. The Albert Academy Library has a mission to “Support school curriculum activities by providing materials of relevance in the school process and to introduce new and improved information sources to help make the school to be in line with modern standards of education.”

The objectives of the Albert Academy school library are as follows:

I. To provide pupils with library materials and services most appropriate and most meaningful in their growth and development;

ii. To participate fully in school programs as it strikes to meet the needs of pupils, teachers, parents and others community members;

iii. to stimulate and guide pupils in all phases of their reading that they may find increasing enjoyment and satisfaction and may grow in critical judgment and appreciation;

iv. To make available new development and keep pupils abreast of modern trends in education recognize reader’s needs and keeping them well informed in order to create a well dynamic educational environment;

v. To work with the teacher in the selection and production of educational materials that meet the aims of the curriculum, offer guidance in the use of collection, evaluation of education programs and materials, facilitates the location, organization and maintenance of materials efficiently; and

vi. To help pupils to become skilled users of libraries and of printed and audio-visual materials.

Library Provision at Albert Academy School Library

A major role in the information service provided by modern school library is in the provision of materials relevant to the curricular needs of pupils and teachers. In recent years, the curriculum activities have moved to another level, where the school being supportive resource of this movement, must endeavor to house a variety of print and non-print materials and have access where possible to electronic sources of information which are also part of the information resources in the library.

Given the demands of the modern school curriculum, the school library must now house a wide variety of print and non-print materials and have access, where possible, to electronic sources of information. The Albert Academy School provides printed materials, book, fiction and non-fiction as well as pamphlets, newspapers, chart, pictures, monographs, manuals, handbooks, textbooks and other reference books the library also provides non-books materials which include audio and audio-visual materials, slides, tape-slides, video cassettes, and CD ROM’s. Although these are not materials in the traditional sense, they still constitute resources for use by pupils and teachers. Use of electronic sources help school libraries to present pupils and teachers with a concept of a School Information Centre which is not continued to the school but is a link to an unending supply of information (Herring, 1988).

Albert Academy School Library Services

The purpose of establishing Albert Academy School Library is to provide services for both pupils and teachers in a bid to fulfill one of its major purposes, which is to aid curriculum goals by providing services that are indispensably linked to the fulfillment of this purpose.

One of the principal services of the Albert Academy School library is to act as back-up to the under resourced school program. Even advanced countries cannot easily stock materials ranging from five thousand (5,000) to twenty thousand (20,000) in a small room to provide help to school programs. Therefore, they see the need for central stock of materials which can be borrowed for differing lengths of time (lending service) and also for reading and consultation services. This is done in order to augment the school curriculum at the Albert Academy which is inclusive of the Basic Sciences and Technology, Social Sciences, Humanities and the Fine Arts.

Albert Academy School library also provides inter-library loan services requests. This is particularly valuable to senior pupils studying topics across subjects offered in depth. Pupils who cannot afford to purchase or access such expensive materials benefit from this type of library service. Through inter-library loan services, materials are sourced from other schools libraries for the benefit of both pupils and teachers.

A reference service is also provided at Albert Academy School library. The School Librarians spend a sizeable proportion of their time providing what in other libraries term would be termed as reference service. In providing a reference service, school Librarians perform a similar role to that of other librarians. In a reference interview in school, each pupil is treated as important as the other and given the Librarian’s full attention. This is achieved by personal assistance given to the pupils and teachers in finding specific information whether direct or indirect. Some of the reference materials at the Albert Academy School Library are dictionaries, encyclopedias, directories, yearbooks, biographies newspapers, maps and charts, and the academic and administrative calendar of events or the operation of the school.

One of the most valuable services provided by Albert Academy School library is that of information provision. The Albert Academy School library keeps the teachers and pupils informed about new educational resources and development in the fields of interest to them by displaying the jackets of books that just arrived. The Albert Academy School library uses Current Awareness Services (CAS) to achieve this goal. This is done by identifying the information needs of both teachers and pupils and meeting these needs. Linked to the CAS is the Selective Dissemination of Information (SDI) and this is more particular with teachers. This ranges from keeping individual teachers informed about new resources in the library or about newly published materials, to alerting teachers to meetings and course demands or event linked to their curricular interest.

Challenges of Library Provision and Services at the Albert Academy School Library

No matter what an organization has to count as success, is bound to face certain difficulties that stand before it as challenges to its success. School Libraries in Sierra Leone, especially Albert Academy School Library are not without challenges.

To start with the library and its resources have been ignored by the pupils and teachers. Despite their all-important nature of service provision in support to them they do not see it as a valuable part of their activities. This is because most teachers and pupils do not get adequate supply of textbooks and other materials directly linked to the curriculum program and most teachers prepare pamphlets for sale to pupils from which there teaching is based. This has caused most of the pupils to heavily depend on those sources instead of the library resources.

The School Library has a staffing challenge. For example the Albert Academy School Library has no professional library staff to handle an information service for over two thousand pupils and teachers.

Furthermore, the library has a challenge with space. The space provided for the library from inception is now not enough for the school. The school population in terms of teachers and pupils has grown relatively high to over two thousand (2000) pupils and staff as compared to the space provided for a little over Five hundred (500) pupils and staff about 40 years ago. It has become difficult to access the library and its resources.

In addition, there is a funding problem. The Albert Academy School Library is faced with the difficultly of securing funds from the schools authorities for an effective collection development. The library depends heavily on donations and gifts to stock its collection and most of these materials given in this guise are not reflective of the courses offered in the school curriculum. Often, the school administration has to spread meager financial resources across a wide spectrum of school needs.

The establishment of the computer laboratory with slight internet facilities independent of the school library has also created a problem for the Albert Academy School Library. The teachers and pupils would prefer to visit the Computer centre for Internet services much more that visiting the library. The separation of the Internet facilities from the library services has posed a serious threat to the library provision and services.

Also, it is quite proven that the Albert Academy School Library lacks the capacity to provide for the visually impaired or handicapped. The absence of school library materials in the Braille format prevents blind and the partially sighted pupils to utilize the available library resources in their schools libraries.

Final, the issue of preservation of library materials is not a common practice for the Albert Academy School. This preservation is supposed to ensure that the materials last long because of their frequent use. It has become difficult to access funds to preserve materials that are under threat of wearing out through continuous use.

Despite some gloomy predictions on the future funding of education and possible restrictions on the availability of resources at the Albert Academy School Library, the future of the school library seems assured. It can be argued that because of current educational and technological trends, there has never been a greater need for well-resourced and professionally staffed school library than it is now. The emphasis on the individual’s-the child’s and the adult’s-ability to find and use information effectively is likely to continue in schools, at work and for leisure pursuits. A future society dependent on electronic information for its prosperity will need an information curriculum in its schools. Hence the availability of good school library provision and services in the school curriculum cannot be overemphasized (Kargbo, 2000).